Many people wonder why the Open High School of Utah has committed itself to using open educational resources licensed for reuse, adaptation, and sharing. I’ve heard that question more than once at the orientation this morning. (Did I mention that folks from RedHat / opensource.com are here doing a video / photo / interview production about the OHSU? But I digress…) Here are some possible hypotheses about why there’s an O in OHSU: ...
A draft of the OpenEd 2010 conference program is now available for review. I post it while still in draft form because so many people are asking for it. So, following the mantra “release early, release often,” please have a look at the program while realizing it is still subject to change! The final program should be available shortly…
In 2005, COSL engaged in a somewhat unsuccessful effort to bring social study groups to MIT OpenCourseWare. I’ve always been disappointed with how the project sputtered and ended. See, for example, the way the Discussion Group page for Linear Algebra looked back in 2005 on archive.org. Our analytics showed that fewer than 1 in 10 people who visited the Discussion Group page ever clicked on the link to visit the Open Learning Support study group. For a project where critical mass is the key to success, this was deadly. Aside from the link being in the same color as the text on the page, I’ve often wondered if the bullet list on the page scared people off a bit: ...
My blog contains over 600 posts, but my longer writing typically goes to more academic outlets like journals. Thanks to the help of the amazing folks at BYU’s Scholar’s Archive (our institutional repository), much of my peer-reviewed work now has a stable home online, too. I’ve gathered up links to these peer-reviewed articles as well as whitepapers and other long pieces on a new page called Articles. While, it’s not a “complete” collection of my writing (e.g., few of my book chapters are there yet), it should be enough to cure any amount of insomnia. Feel free to poke around when you have absolutely nothing else to do…
I’m very happy to announce that BYU has just received a grant from the William and Flora Hewlett Foundation. The pilot project will examine the deeper learning and cost savings that can be achieved when open textbooks replace traditional, expensive textbooks in public high school science classrooms. 15-20 public high school science teachers in Utah will replace their expensive, traditional textbooks with open textbooks from CK12.org for the 2010-2011 school year. Approximately 2,000 students will be impacted by the changes. Most will use printed versions of the books, while a few hundred students in one-to-one schools will use the online versions of the books on netbooks or iPads. Teachers will continue to supplement the CK12 books with additional resources and activities just as they have historically supplemented expensive, traditional textbooks. ...
The world is increasingly divided. The world is increasingly bitterly divided. Of all the things I worry about late at night, lying in bed unable to sleep, the almost absolute absence of civility in our nation’s political discourse has loomed largest lately. Everyone on the left seems to think everyone on the right is a moron. Everyone on the right seems to think everyone on the left is a moron. The louder you scream and the meaner the things you say, the greater standing you seem to have in your political group. The recent round of vilifications of “Republicans in Name Only” and “Democrats in Name Only” provides a preview of what may soon come - an America where radicalism (i.e., actions and words showing your allegiance to either the radical right or the radical left) becomes the primary political currency. There is precious little room left for those in the center who put pragmatics before ideology and would rather discuss and understand than accuse and belittle. ...
So, the OKF claim to define the open in open content. I’ve come to terms with the fact that few people actually read what I write. But that’s still no excuse for people coming along six years later (in 2004), co-opting my terminology, and then getting the definition wrong by 180 degrees. If they want to define the open in open knowledge, that’s their business. However, the definition of the open in open content is available at http://opencontent.org/definition/. ...
Diana Oblinger, the President of EDUCAUSE, today announced the Next Gen Learning Challenges program. Information about the program, including the involvement of the Gates and Hewlett Foundations, is included in Diane’s announcement letter below. I’m humbled to serve on the Advisory Panel for the program, and am deeply interested in the topics of the first set of challenges identified for grant-making: Challenge 1: Open Core Courseware Expand access to high-quality, openly licensed courseware for developmental and general education. Challenge 2: Web 2.0 Engagement Integrate interactive Web 2.0 approaches to stimulate deeper learning and ultimately improve college readiness and completion. Challenge 3: Blended Learning Expand the use of established, effective online and face-to-face learning models on a cost-effective basis. Challenge 4: Learning Analytics Foster the development and implementation of easily accessible learning analytics for those directly involved in student success. The announcement reads: ...
I sent the following letter to the editor of the Washington Post, who reported on the MCPS / Pearson deal. It looks like they’re not running it, so I share it here. Montgomery County Public Schools’ shortsighted decision to sell its nationally recognized and taxpayer-funded curriculum to an education publishing company (Re: Global firm to pay Montgomery, Md., schools millions for elementary curriculum; June 9, 2010) will only further exacerbate the education budget crises in the region and throughout the nation. ...
Here’s one of the proposals I submitted for Open Ed 2010: The most naïve kind of hype around open educational resources (OER) says that OER are more effective pedagogically than proprietary educational resources (PER). Can we justify this claim? First, it is critically important that we understand that “effectiveness” is not characteristic of an educational resource. Without a proper conception of the origin of “effectiveness” we cannot ask meaningful questions about the comparative effectiveness of OER and PER – because we will not know where to look. ...